Lesson Plan 6: Creating Play Writing Outline

UTL 640E
Mrs. Watson/ Anderson High School
10th Grade
Date: November 17, 2015
Class Period / Time: 8th @2:55

Skyla Sale
English II /
Teach #

Enduring Understanding(s) & Essential

Question(s):

Effectivewritersdevelopandrefinetheirideasforthinking,learning,
communicating,andaestheticexpression.
o FactualHowdoeffectivewritersexpressthemselves?
o ConceptualHowdoesaprocessshapethewritersproduct?
o PhilosophicalWhydotheydothis?
o PhilosophicalWhatpurposedoesthisdevelopmentserve?
Effective writers use a repertoire of strategies that enables them to vary form and
style, in order to write for different purposes, audiences, and contexts.
o How do writers develop a well-written product?
A writer selects a form based on audience and purpose.
o Why does a writer choose a particular form of writing?

Lesson Objective(s):

Afterreviewingtheelementsofaplayasaclass,studentswillstarttodeveloptheir
storyideas,intoplays,byindependentlycompletingtheStoryMapgraphic
organizerinordertoprepareforplaywritingonalargerscale.

Resources/Materials:
A.TODObeforethedayofthelesson:

Printstorymaphandouts

MakePowerPointwithclosureinstructions

B.Forthelessonitself:

BringMaccomputerconverterplug

TEKS/SEs Addressed in the Lesson:

110.32. English Language Arts and Reading, English II
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A) plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in timed and open-ended situations
that include transitions and rhetorical devices used to convey meaning;
(C) revise drafts to improve style, word choice, figurative language, sentence
variety, and subtlety of meaning after rethinking how well questions of purpose,
audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are responsible for
at least two forms of literary writing. Students are expected to:
(A) write an engaging story with a well-developed conflict and resolution,
interesting and believable characters, a range of literary strategies (e.g., dialogue,
suspense) and devices to enhance the plot, and sensory details that define the mood or
tone;
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions
in their compositions. Students are expected to:
(A) use conventions of capitalization; and
(B) use correct punctuation marks including:
(i) comma placement in nonrestrictive phrases, clauses, and contrasting
expressions;
(ii) quotation marks to indicate sarcasm or irony; and
(iii) dashes to emphasize parenthetical information.

Steps in Lesson:
*Remembertoincludeanestimatedtimeforeachstep/actioninthelessoncycle.
ENGAGEMENT (3 minutes)

Watch video on the elements of a play to get the class focused and engaged:
https://www.youtube.com/watch?v=SGmgLVHfaY4
STATED OBJECTIVE (1 minute)

For your play, you will need to do extensive planning in order to create a whole story. We
are going to go over some basic elements that will help you plan and make your way as
playwrights!
ACTIVE LEARNING

Introduce(10minutes)
Begintotellastoryandhaveeveryonecontribute,goingaroundtheroomuntil
everyonehascontributedatleastonceinordertofinishthestory.

(15minutes)QuestionsandDiscussions:
Iwillbeaskingthequestionsbelow
(Inathinkpairshare)
Whatisthesetting/timeperiod?
Wheredoyouwantyourcharacterslive?
Askoutloud:Intheplaysthatyouveseen,howdidtheytransitionbetweenscenes?
Wastheremusic?Achorus?Anythingelseyouveseen?
Thenhavestudentsansweroutloud.
(Thinkpairshare)
Whattypesofsceneswillfurthertheplot?
Howwillthescenesflowtogether?Whataresomecreativewaystotransition?
Explain:(10minutes)
Next,passoutstorymaps(seeotherhandout)totheclassandexplaintheaspectsofa
typicalplay:Risingactions(events),climax(onebigthingthatmovesorchangesthe
story),fallingaction(whathappensbecauseoftheturn).
Asanexample,IwilltalkaboutAntigone:
Risingaction:wantingtoburyherbrother,lotsoftensionbetweenAntigoneand
herfamilymemberswhichleadstotheclimaxCreonfinallyagreeingtofree
Antigone.Fallingaction,Antigonehadhungherself,andthenHaemonalsokilled
himselfoutofgriefforAntigone,andthenHaemon'smotherhaskilledherselfout
ofgriefforherson.
Askifanyonecanthinkofanotherexample,eitherfromaplay,story,ormoviethatthey
knowof.Shareoutloud.
Lastthingtothinkaboutwillbethetypeofplaytheyarecreating:tragedyorcomedy?
Apply
Allowtime(30minutes)forstudentstobrainstormanddraftoutlinesontheirmaps,
remindingthemthatthisisaprocessandthingscanbeflexible,especiallywhenthey
starttodesigncharacters.
Evaluate
Iwillbewalkingaround,askingstudentsquestionsoneononeabouttheirsettingand
ideas,givingfeedbackalongtheway.
CLOSURE

Close(5minutes)

 Ask for students to share with the class ideas they have come up with.
As an exit ticket, I will have everyone write on a sticky note:
Name
Is your play a comedy, drama, tragedy?

Modifications/Differentiation Strategies:
Iwillwalkaroundandworkoneononewithstudentsinordertohelpguidetheir
thoughtsontopaperwhiletheyarefillingouttheirstorymaps.
Therearetwomapsformoreeffectiveguidingandassistanceincreatingtheirplay.

Evaluation Strategies:
Studentswillturnintheirstorymapsforagradeoncetheyfinishthispartoftheprocess.
Studentswillalsoturnintheirplayforagradeattheendofthiswritingworkshop.

Notes/Recommendations for next time:

Thislessonwasdonebeforecreatingasolidleadcharacterintheplay.Ithinkthe
characteractivitywouldhavebenefitedifithadgonefirst.Thisway,studentsarent
overwhelmedwithtonsofplotideas.